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Background: Black African women living in the United Kingdom suffer from inequalities in health, care and maternity outcomes compared with their counterparts. Their presence has however been found to be lacking in life-saving healthcare research. As a result of a lack of engagement in healthcare research, some authors have classified them as “hard to reach”. However, in order to reduce the health inequalities experienced by this group, methods for engagement that would suit this population group would need to be explored. Therefore, this study set out to present an ethnic specific perspective of the barriers and facilitators to the recruitment of black African women to research from the researcher’s perspective. Method: Two studies were conducted aimed at the recruitment of Black African women in healthcare research. Proposed recruitment strategies included snowballing, social media (twitter, Facebook), flyers and collaboration with gatekeepers in two NHS trusts in London. The strategies were developed based on a review of literature, best practice ethics guidelines and consultations with experts in the field. Results: Successful recruitment strategies included snowball sampling, word of mouth, peer to peer recruitment and the use of influential members in the community. Existing recruitment strategies were found to be unsuitable to properly engage members of this community. In addition to this, ethical guidelines around informed consent and gatekeeping seem to impede the successful engagement of the members of this community. Conclusion: Proper methods of engagement are required to bridge the inequality gap. Therefore, it is important that ethical procedures, processes, and recruitment methods be reviewed such that it will take into consideration the cultural peculiarities of individuals within this community.

In this paper, we report on the literature related to understanding young learners’ mental models related to deceptive “dark patterns” used by malicious agents online: so-called sludge. We also discuss elicitation of mental models, particularly when carrying out activities to reveal the mental models of young learners. In addition, we review the ethical considerations when carrying out research in this domain. Finally, we propose the design of an activity to implement the lessons we have learned to assess the sludge-related mental models of young learners.

During 2014/15, the HEA funded the production of a Psychological Literacy Compendium of Case Studies providing examples of psychological literacy gathered from academics in the UK. Following this, we invited psychology academics to submit case studies for a second version of the Compendium and we opened invites to the International community at various conferences. We also invited previous contributors to submit revised version of their case studies showing how they had adapted them as a result of feedback and reflection. This International Compendium will be published online at the www.psychliteracy.com/ website and within our University repositories. The Compendium was presented at a Psychological Literacy Symposium at the EuroPLAT Conference held in Salzburg in September 2017 and it will be discussed within a workshop at the EFPTA Conference to be held in Reykjavik in April 2018. The case studies are presented in alphabetical order and while they are not fully representative of the work being carried out internationally, they provide a snapshot of good practice and hopefully will provide ideas for academics wishing to introduce psychological literacy into their curricula. We would like to thank all our contributors and if you are reading this and would like to contribute to the next edition please email one of us! Jacqui and Julie (February 2018) jtaylor@bournemouth.ac.uk j.a.hulme@keele.ac.uk

The aim of this study was to investigate how perceptions of security and trust are involved in user evaluations of tourism websites and whether manipulations to heighten or lessen trust features could predict trust perceptions. Seven websites were manipulated to produce low and high trust versions, with the original used as a control version. Four trust manipulations were used based on the literature: level of currency, credibility, craftsmanship and trust logos. Fifty-six participants viewed one version of each website for 6 seconds and submitted an immediate rating of trust for each site. Following this, an 11-item self-report measure was completed for each website, to collect more considered perceptions of trust, appeal, security and usability. Self-perception measures of trust disposition and concern for information privacy were also collected. The analyses showed that the presence or absence of trust features reliably led to higher and lower perceptions of trust respectively. Also, those scoring higher on trust disposition gave higher trust ratings. We conclude that websites can be reliably designed to engender more or less perceived trust, however individual differences need to be considered. This preliminary research is limited by studying just four factors and further research is needed to manipulate other website features.

© 2018 2018 Hogrefe Publishing. The article entitled Internet and mobile-based psychological interventions: Applications, efficacy and potential for improving mental health. A report of the EFPA E-Health Taskforce. by Ebert, D. D., Van Daele, T., Nordgreen, T., Karekla, M., Compare, A., Zarbo, C., Brugnera, B., Overland, S., Trebbi, G., Jensen, K. L., Kaehlke, F. (on behalf of the EFPA E-Health Taskforce), & Baumeister, H. (2018, European Psychologist, 23(2), 167-187. https://doi.org/ 10.1027/1016-9040/a000318) contained an error on the first page: The author Jacqui Taylor is missing and the list of authors should correctly read as follows: David Daniel Ebert1, Tom Van Daele2, Tine Nordgreen3, Maria Karekla4, Angelo Compare6, Cristina Zarbo5, Agostino Brugnera5, Svein Overland7, Glauco Trebbi8, Kit L. Jensen9, Fanny Kaehlke (on behalf of the EFPA E-Health Taskforce)1, Harald Baumeister10, and Jacqui Taylor11 1Department of Clinical Psychology and Psychotherapy, Friedrich-Alexander University of Erlangen- Nrnberg, Erlangen, Germany 2Department of Applied Psychology, Thomas More University of Applied Sciences, Antwerp, Belgium 3Division of Psychiatry, Haukeland University Hospital, Bergen, Norway 4Department of Psychology, University of Cyprus, Nicosia, Republic of Cyprus 5Department of Human and Social Science, University of Bergamo, Bergamo, Italy 6Human Factors and Technology in Healthcare, University of Bergamo, Bergamo, BG, Italy 7SuperEgo AS, Trondheim, Norway 8Trebbipsicologie, Luxembourg & Societe Luxembourgeoise de Psychologie SLP, Luxembourg 9Private Practice, Skagen, Denmark 10Department of Clinical Psychology and Psychotherapy, University of Ulm, Germany 11Psychology Department, Bournemouth University, UK The authors regret any inconvenience or confusion this error may have caused.

Research Councils UK (RCUK) defines research impact as 'the demonstrable contribution that excellent research makes to society and the economy'. At Bournemouth University (BU) we actively support our doctoral students to understand what constitutes impact and how their research can benefit society. However, tangible measures for non-academic impact are not easily articulated, particularly for doctoral students whose research is predominantly inward facing. We have initiated a pilot study to investigate doctoral students’ attitudes to research impact (both academic and non-academic) to identify how we can best support and facilitate individuals in maximising the reach and impact of their research.

While many psychology educators are keen to embed psychological literacy into their curricula, there are few practical resources. This poster presents case studies from our Compendium of Psychological Literacy (Taylor & Hulme, 2015) and illustrates the variety of methods of learning, teaching and assessment used to develop psychological literacy.

In line with moves from the global psychological community, there have been calls to increase the psychological literacy of psychology Higher Education students within the UK (e.g., Mair, Taylor & Hulme, 2013). While many psychology educators are keen to embed psychological literacy into their curricula, there are few practical resources using UK examples. The authors will introduce case studies from their recently collated Compendium of Psychological Literacy (Taylor & Hulme, 2015) and will highlight the variety of methods of teaching and assessment that have been used to promote the development of psychological literacy in the UK. The aim of this paper is to share good practice with academics and practitioners from other countries and present ideas for activities to develop and assess psychological literacy.

Recent research underlined as ubiquitous connectivity has changed the nature of traditional campus universities by creating technology-mediated environments where physical and virtual domains integrate and overlap. The aim of this research is to investigate how ubiquitous connectivity is impacting on university students’ daily lives and consequent wellbeing. On-campus undergraduate and postgraduate university students and staff members from the same department were involved using a qualitative survey, semi-structured interviews and a variation of the Experience Sampling Method. The data analysis followed two different steps: firstly, a socio-constructivist framework was adopted to highlight how students’ experiences with ubiquitous connectivity are socially and discursively constructed. Secondly, the results were discussed in the light of the two main well-being approaches existing in literature: hedonic and eudaimonic. The results show that the hedonic perspective seems to be prominent among students. Ubiquitous connectivity is mainly appreciated for its capability to make university day-to-day experiences easier to manage. Moreover, stress avoidance or relief seems to be one of the main goals that learners seek to obtain through ubiquitous connectivity. However, technologies also play an active role in disrupting learners’ well-being by increasing their level of stress due to difficulties in accessing resources, info overload or unorganised online materials.

Higher Education has seen a dramatic increase in the use of information and communication technologies in recent years. Universities around the world have built complex Information System infrastructures implementing local networks, wireless networks, cloud services and Virtual Learning Environments (VLE). These technological changes have stretched and expanded the boundaries of traditional campus universities in space and time allowing easy and ubiquitous access to people, information and services. The term “ubiquitous connectivity” identifies this enhanced accessibility to resources due to the development of infrastructures and devices. This qualitative research adopted a holistic approach to investigate how new technologies and ubiquitous connectivity affect university students’ experiences and consequent well-being. Data were collected from on-campus students and staff members (lecturers, learning technologists, tech support, programme administrators) using a qualitative survey, semi-structured interviews and focus groups. The data were analysed using constructivist grounded theory (Charmaz 2006) and situational analysis (Clarke 2005). The data analysis shows that new technologies and ubiquitous connectivity appear to play a positive role in enhancing students’ well-being by providing them: 1. A sense of ease and freedom in managing their daily learning duties 2. A sense of connectedness with other students and lecturers 3. A sense of reassurance by knowing that peer and lecturer support is always at hand 4. A sense of improved workflow by using mobile devices to retrieve information and to take notes anytime and anywhere during the day 5. Flexibility in managing everyday life and in balancing study, work and leisure. However, in some cases new technologies and ubiquitous connectivity seem to have a negative impact on learners’ well-being. The data analysis shows that students can experience: 1. High levels of stress when technology failures occur or when online information is not accessible due to the lack of alternatives in performing their learning duties 2. Difficulties in managing information overload and the constant flux of information arriving to their devices 3. Stress and irritation when dealing with complicate website layouts and disorganised online materials 4. Lack of motivation in attending lectures due to the ease with which materials and information can be retrieved from the VLE and from peers using social apps and networks. 5. Difficulties in developing relationships with lecturers and peers due to the lack of face-to-face communication. These findings can be utilised to provide pedagogical suggestions to university stakeholders to avoid a negative impact of new technologies and ubiquitous connectivity on learners’ well-being and to improve the quality of students’ experiences.

This position paper briefly reviews some of the limitations of open government data in the UK and describes a structure for the National Information Infrastructure (NII) as a Web Observatory for public sector information. Based around a three-part data structure of Core Reference Data, Subject Data and Thematic Data, set within a specified framework of tools and services and supported by sound governance, it will enable improved delivery and support effective use of government open data and beyond

Psychological literacy (Cranney & Dunn, 2012) is a new and important concept in psychology education which encapsulates the knowledge, skills and attributes acquired through the study of psychology and the ability to transfer learning from the academic setting into the real world. Despite an increasing number of academic and professional publications highlighting theoretical concepts and benefits of psychological literacy, there are few practical resources for psychology educators. This PIE will address this need by discussing two recent publications commissioned by the UK Higher Education Academy. ‘An Introductory Guide to Psychological Literacy’ (Mair, Taylor & Hulme, 2013) outlines the theoretical context for psychological literacy and its rationale, and offers ideas about aspects of the curriculum that lend themselves to developing students’ psychological literacy. It also signposts a comprehensive list of resources to facilitate further study on the topic. ‘A Psychological Literacy Compendium’ (Taylor & Hulme, in prep) presents a wide range of contributions focused on highlighting how psychological literacy is developed across individual activities or across whole cohorts and degrees. The case studies highlight the staff perspective (e.g. what worked well or could be improved), evaluations of student experience, and evaluations of performance and employability prospects. In identifying examples of good practice, the Compendium offers psychology academics evidence that will enable change to take place within staff development and at curricula level. Participants will reflect on the development of Psychological literacy in their own teaching practice and will be asked to discuss case studies of good practice.

Increasingly much of a psychology student’s learning occurs within electronic environments, however rarely are the new skills they develop in these contexts identified, improved or assessed. Over the past 5 years, I have addressed this important need (Taylor, 2012) and examples from assessed online student discussions will be presented in this poster to demonstrate an innovative way to develop and assess online skills. These skills were formally assessed using two methods and examples will be provided on the poster. The first method involved tutor marking of online transcripts for evidence of critical thinking, online leadership and effective academic communication. The second method involved students reflecting on their experiences and perceived understanding of the psychology topic as a result of participating in the online discussions. Also, I will present findings from a separate empirical study to evaluate the impacts of shared online reflection on meta-cognitive awareness which employs both quantitative and qualitative methods. The final section of the poster will highlight examples where these new skills can be used to enhance psychology graduate employability in new technological environments. I will be interested to interact with attendees viewing my poster to discuss my techniques and findings and to explore future collaboration.

Social media continues to grow, and user interfaces may become more appealing if cultural characteristics are incorporated into their design. Facebook was designed in the west, and the original language was English. Subsequently, the words in the user interface were translated to other languages, including Arabic. Arabic words are written from right to left, and English is written from left to right. The translated version may misrepresent the original design and users’ preferences may be influenced by their culture, which should be considered in the user interface design. Previous research indicates that users are more comfortable when interacting with a user interface, which relates to their own culture. Therefore, this paper, using a survey, investigates the preferences of Saudi Arabians on the Arabic version of the user interface of Facebook.